This article presents the findings related to the identity construction processes of an Iranian English as a foreign language (EFL) teacher in the context of Iran. Data were collected using a life history approach with a critical-event focus and analyzed via social ecology of identity (Wenger, 1998). The findings indicated that the participating teacher's identities are highly socially constructed and constrained with no room for personal agency. The findings suggest a different resolution as a narrative of the often-untold experiences …
